5. THE TEACHER'S DAY

Under the program as here outlined, the teacher is expected to be in her room by 8.40 in the morning and remain about the building until 4 o'clock in the afternoon. Out of this 7 hours and 20 minutes, however, each teacher has 1 hour and 45 minutes to use as she chooses. This means that each home-room or special teacher is on duty for 5 hours and 35 minutes of the school day. Any teacher unassigned for any part of this time is detailed to special duties on records and reports, playground, or elsewhere, as needed.

The question arises as to what the regular teacher is doing during the two 30-minute periods that the relief teacher is in charge of her pupils. Part of the time is used for recreation and relaxation out of doors. The teacher's rest room may be used for rest and reading, but not for a workroom. The library or office provides a place for study, planning, grading papers, or other work.

8. ADAPTING PLATOON PROGRAM TO LOCAL SITUATION The question is often raised as to the size of school to which the platoon program is best adapted. The question may as well be asked, To what sized school is traditional elementary school organization best adapted? Platoon organization is possible in a graded school of any size provided the building is adapted to the organization. A program may be worked out under the same plan of procedure as is used in Kansas City. In a smaller school of from 6 to 12 teachers, the high degree of specialization in the assignment of teachers is not possible. The home-room teacher must teach more than one grade; the special teacher must teach more than one subject.

In adapting the program to a given situation, various changes may be made in the time allotment. The day may be lengthened, periods may be made longer or shorter, and the amount of time devoted to a particular subject may be changed to fit the local purpose. Part of the school may run on the platoon plan and part on the traditional plan. Science may be taught by the home-room teacher. Auditorium and music may be combined, provided the dangers previously mentioned are avoided. In short, the platoon plan, because it is so very flexible, may be made to fit any situation if proper skill is employed in working out and executing the program.

VI. ADVANTAGES AND DISADVANTAGES

As Expressed by Teachers

Each of the teachers in the Henry C. Kumpf School was recently given a blank on which to record a frank statement of advantages, disadvantages, and problems which she had found in her work in platoon organization. Special emphasis was placed

on the importance of listing disadvantages and unsolved problems in order that an effort might be made, through special study and conferences, to eradicate weaknesses in the organization for another year. Every teacher showed enthusiasm for the organization, and no teacher in the school prefers traditional organization to platoon organization.

1. ADVANTAGES

Advantages of platoon organization, as recorded by the teachers on the blank forms, are here given. Each list is in the teacher's own words and over her name.

(1) More time for careful preparation of each subject taught.

(2) More time for regular or special work-because of lack of interruptions. (3) This type of organization prevents teacher from spending extra time on subjects especially liked-to the detriment of those not especially liked. -Anna B. Shouse, Home Room, Seventh Grade.

(1) With fewer subjects to teach, I have more time to prepare my work. (2) I can and do manifest greater interest in the subjects I teach.

(3) Affords greater opportunity to arouse more enthusiasm in the pupils. (4) Fewer interruptions.

(5) I am far happier in my work.

-Kathryn Walther, Home Room, Sixth Grade.

(1) It extends horizon and broadens viewpoint of child.

-Margaret Lewis, Home Room, Fifth Grade.

(1) I have more time to devote to each subject.

(2) I find that my work is more thoroughly prepared when I have fewer subjects to prepare.

(3) The children seem to have a keener interest in their work when they have special teachers and special rooms for the different studies. -Hildred Honan, Home Room, Third Grade.

(1) More time and opportunity for the development of self-expression among the pupils.

(2) More opportunity for special work with the individual pupil.

(3) Better chance to reach all types of pupils through greater variety of work offered.

(4) More opportunities to place children on their own responsibility.

(5) Better opportunity for children to display initiative.

(1) A richer, more varied curriculum.

-Ola Wickham, Auditorium.

(2) Economy of pupils' time on account of specializations. (3) A better opportunity for teaching citizenship.

(4) A better opportunity to develop the individual child.

(5) A better opportunity for socialization.

(6) A better opportunity for self-expression.

(7) Pupils are more interested.

(8) Pupils are more responsive.

(9) Pupils are more self-reliant.

(10) Pupils cooperate willingly.

(11) Develops a keener school spirit.

(12) Programs for special days made easier when the strain of interfering

with regular school work is taken away.

-Beulah B. Tatman, Auditorium.

The opportunity to devote all my time to one line of work, resulting in:

(1) Better preparation and more efficient work.

(2) A better understanding of the relationship of the work of each grade to that of the preceding and following grades.

(3) More definite knowledge of the attainments of each group of children. (4) A better chance to assist children who are especially talented in music. (5) More effective use of music as a socializer, in large groups and in the assembly.

-Margaret McKemy, Music. (1) Teaching the subject matter of certain subjects to various grades, the special teacher has opportunity to know what is included in the course of study in each grade and can build upon that which has gone before to a much greater advantage.

(2) A finer school spirit is brought about among both pupils and teachers, since the teachers in the organization meet, not one class, but many groups, daily.

(3) One of our modern educational writers has said, "The message of the modern school to Democracy is self-government with due regard for others." I believe that platoon organization is the ideal organization for the instilling of this ideal into the minds of our children, and furnishes most excellent opportunities for the practical application of it.

-Mildred E. Long, Social Science.

I am thoroughly "sold" to the platoon organization as an educative system, and think any child who has had this opportunity will be a better citizen. Its advantages are:

(1) A more definite plan.

(2) A closer correlation with the other departments of the school.

(3) Quickens the spirit of success and consideration among the corresponding sections.

(4) It links the manual training department more closely to the other departments of the school, thereby strengthening the educative value of the manual training department.

(5) Gives the child a broader constructive vision of his place in life by coming in contact daily with more correlative activities.

(6) It helps solve the problem of interruption.

(7) A special (happy in his work) teacher for each activity.

-Emil T. Hinkel, Manual Arts. (1) Gymnasium, playground, and corrective work no longer interruptions. Janet Funke, Physical Education. (Girls.)

2. DISADVANTAGES AND PROBLEMS

Practically no arguments were offered against the platoon plan. Those listed were really in the nature of problems in organization and supervision rather than inherent weaknesses of the plan. Following is the list:

(1) Record work. Some of the home-room teachers find this record work burdensome. This problem is being met by the use of assistant record teachers: Special teachers appointed to assist the home-room teacher in record work.

(2) Discipline. One teacher stated that "each teacher handles discipline in her own way," thus failing to fix in the child definite habits of behavior.

(3) Due to large numbers of pupils handled by special teachers, there is lack of intimate contact with individual child.

(4) More difficult to carry on comprehensive projects.

(5) Correlation. One teacher suggested that a "clearing house" for coordination and correlation of effort should be maintained.

(6) Loss of materials a problem to several teachers.

(7) Because of the greater variety of activities and demands on the individual child by a larger number of teachers, check-up work after school becomes more difficult.

CONCLUSION

Enthusiasm for platoon organization, as expressed in this bulletin, does not mean that it is a panacea for all the ills to which the public school is heir. It has its weaknesses, but is a safe departure from the traditional toward the ideal. The platoon plan is the one form of elementary school reorganization which has met generally with hearty public approval when given a fair trial; and it will continue to meet with public approval in any community where the superintendent and principal have a real vision as to its possibilities and at the same time will recognize and solve its problems.